Track 2 of the TeachECONference2023 online video poster presentations focuses on the theme of Learning Collaboratively, with three distinct presentations addressing different aspects of collaborative learning and its pedagogical implications. The presenters share their experiences, research, and strategies to foster effective collaboration and enhance learning outcomes among students.

Get your Econ students to cooperate, here’s how

Sara Avila from the University of Colorado Boulder commenced the session by sharing about her implementation of cooperative learning in an asynchronous Managerial Economics course. She adopted a Jigsaw puzzle approach, with students working in groups of four on case studies and each responsible for a specific part of the puzzle. To ensure effective group dynamics, she employed three main strategies:

1. Forming groups based on students’ abilities to achieve a balanced skill distribution.
2. Communicating clear expectations frequently despite redundancy, to maintain mutual accountability.
3. Utilizing a grading rubric assessing both individual and group contributions, incentivizing participation.
   

The success of Avila’s strategy was evident in active learning on discussion boards, where students engaged in meaningful dialogue, collaboration, and compromise. This tangible outcome, absent in individual assignments, hones valuable problem-solving skills essential for real-world scenarios.

I find the Jigsaw approach to be a clever way to structure group work, particularly in the early stages of a course when students may be hesitant about collaborative learning due to unfamiliarity with their peers. This method ensures individual accountability while promoting interdependence among group members. Avila highlighted that despite each member’s responsibility for a specific puzzle piece, active participation in discussing all aspects is expected. I can see how this approach fosters a deeper understanding of the subject matter and strengthens relationships among students. As each student becomes an expert in their assigned area, they rely on others for complementary knowledge, cultivating a sense of teamwork and collaboration.

I also value the idea of a holistic grading rubric, as it creates a fair framework for assessing both individual and group efforts. I once had a group assignment in which the lecturer permitted students to include an individual contribution to a section, separate from fellow group members’ work. While most of the cohort, myself included, chose not to do this as we were satisfied with our peers’ contributions, we appreciated the lecturer’s willingness to assess specific sections based on individual effort, addressing our apprehensions about free-riding in cooperative learning.

Pedagogical implications of group work as assessments

Next, Anastasia Papadopoulou from the University of Bristol discusses her team’s work on the pedagogical implications of group work as assessments.

Their preliminary analysis of 83 undergraduate modules for 2021-2022 shows that overall, modules with group work components tend to have slightly lower mean and median grades. This is more pronounced in the first and second years, compared to the third years. The study also found that group work intensity plays a role in grades, albeit a minor one, with modules containing two group work components having the lowest mean and median grades, followed by modules with one component, and lastly, with none. The researchers also categorized the modules into three types: discursive, mixed, and quantitative. The difference in grades for modules with and without group work was not significant for discursive and mixed modules, but more pronounced for quantitative modules.

In their future work, the researchers plan to extend the analysis beyond the initial pandemic shock to better understand the evolving frequency and nature of group work. They also aim to investigate how students perform in specific types of group work and how the intensity of group work in overall assessment structures affects student performance. Additionally, they are interested in exploring how instructors decide on the implementation of group work in their teaching methodologies.

As a student, I have greatly benefited from group work. It has inspired me by exposing me to diverse ideas and thought processes from my fellow group members. Delegating tasks within our groups has allowed us to delve deeper into our respective areas of contribution and gain a comprehensive understanding of the subject matter. Additionally, my communication skills have significantly improved as I learned to effectively convey my ideas and actively listen to others. Thus, I eagerly look forward to staying informed about the research progress and how their findings will lead to more effective, beneficial, and inclusive approaches in using group work as an assessment tool in the field of economics and beyond.

Group challenges

Lastly, Patricia Ritter from the University of Connecticut shares an assessment method she developed called Group Challenges (GCH). Right from the start, her insights resonated with me on a personal level, as she addressed the relatable struggles of the average student. For instance, she notes that when it comes to homework, the stakes are often low, and the environment is far from ideal, with many distractions all around. Consequently, many students fail to adequately prepare for exams by practising more challenging questions independently. I can certainly attest to this, as low stakes and constantly being surrounded by numerous distractions have hindered my motivation to tackle difficult questions on my own.

To address this issue, Ritter proposes Group Challenges as a remedy. These assignments comprise few but difficult questions, designed to be tackled in groups during class and are graded. Typically scheduled a week before the actual exam, the GCHs not only encourage deep thinking but also help in identifying knowledge gaps. By grading these challenges, the stakes are raised, prompting students to view actual exams as a second opportunity to perform better. Conducting GCHs in class ensures that students are in the right environment to collaborate effectively, while working in groups alleviates anxiety when dealing with difficult tests. This approach presents a valuable opportunity, as the frustration of being stuck on a question when working alone can often be demotivating, especially when there’s little at stake. Moreover, with GCHs completed collaboratively, lecturers have fewer assignments to grade, which allows them to design open-ended questions. This, in turn, enables them to gain insights into students’ problem-solving approaches and identify areas where mistakes are commonly made, compared to other question types.

Ritter’s students have anonymously and unanimously found the GCHs to be highly effective in their learning journey. These challenges have not only helped them grasp more complex concepts but have also fostered a sense of collaboration, pushing them to work harder together. As someone who has experienced the demotivating effects of working alone on challenging questions, I can see the value of this approach in transforming the learning experience for both students and lecturers and would appreciate such an approach first-hand.

It is enlightening and inspiring to witness educators sharing their ideas in effectively conducting collaborative learning, and I look forward to adaptations of their ideas in learning institutions. The passion and ingenuity displayed by the educators were nothing short of inspiring. As a student, I believe that collaborative learning is the key to unlocking our full potential. The power of diverse minds coming together, sharing ideas, and learning from one another is unparalleled. These presentations have reinforced my belief in the profound impact that collaboration can have. The spirit of camaraderie and the drive for excellence that these methods foster will undoubtedly pave the way for dynamic learning, where students are not just passive recipients of knowledge but active participants in their education.

Written by Aziah Roney, BSc Economics

Image credit: Hannah Busing